I believe that our society is doing well at creating programs for children living in poverty to become just as successful and prepared as their middle-class peers. For example, the United States currently provides low income families access to Head Start programs. Head Start is a government funded program that offers families that live in poverty to have access to high quality day care services and prepare children from age three to five years for kindergarten and the upcoming school years. In addition to Head Start programs, our society created Early Head Start services which focuses on infants, toddlers, and parents. Early Head Start programs provides counseling services to low income families. Because Head Start programs and Early Head Start services impact low income families and children, I believe that teachers and counselors should encourage and motivate families and children to perform well in these programs so they can continue to be successful during their school
After the American Revolutionary war, the people of the United States were responsible for determining the best course of action within the new republic. The Articles of Confederation were replaced by the new Constitution, which provided a general set of principles the government was to be guided by. This new system was a new and improved integration of historical warnings, hoping to prevent tyranny by individual or the masses and injustice. However, it quickly became apparent that a certain education was necessary to perpetuate this union. Before a new system for education could be introduced, public or private, a common goal and specifics on the different subjects to teach became a question the founding fathers and other prominent
When local property taxes were the primary source of school funding, districts were financially stable and were able to allocate funds for appropriate spendings. With the limitations set on property taxes, school budgets became dependent on the state’s fluctuating economy and tax collections. Fortunately, in 1988, Proposition 98 was passed, which set a minimum base funding for public schools. This proposition guaranteed funding that would grow each year with the changing economy along with student enrollment. This funding, though managed by the state was a combination of state General Fund and local property tax revenues.
Healy, C. (2015). Who benefits most from head start programs? Chicago Policy Review (Online), Retrieved from http://search.proquest.com.durhamtech.idm.oclc.org/
Thesis Statement: Children benefit more from a high quality full-day pre-k program because their daily attendance rate is better than average and have reduced chronic absences, their social-emotional development is better, and their achievement scores in language and math are higher than their peers who attend a half-day or no pre-k program.
Health promotion is very important to early childhood education to improve the well-being of children and parents’ health and behaviours. “It is important for early childhood educators to recognized their essential role as health promotors” (Pimento & Kernested 2015, P. 4). There are 12 social determinants in daily life for childhood programs, however I have identified that social support networks are most important determinants of health. Likewise, educators and families are both mutually directly and indirectly supporting children to improve their healthy development and education (Pimento & Kernested, 2015, P.34). In early childhood, educators have very important role in daycare which is communication. That means, that we need to communicate with family (parent, grandparent), children and coworkers to share the daily basic tasks and any other ideas or information for improving environments and supports. It is especially important that we support mothers who have very limited knowledge about their first-born baby, such as lack of information about breastfeeding, sleeping routine, formula ratios, nutrition, healthy eating habits, or any parental skills. Not only that, we can also help parents to get benefits and support from the government such as financial support, subsidized daycare, and community information resources on healthy nutrition food.
Statement of Issue: Many minority children and children from low-income families enter kindergarten without the academic skills they need to succeed. Math and reading abilities at kindergarten entry are powerful predictors of later school success. Research shows kids who start school already behind are unlikely to ever get caught up to standards. Hispanic and African American children are anywhere from 7 to 12 months behind in reading and 9 to 10 months behind on math when they enter kindergarten. Access remains extremely low to high-quality early education do to a couple of problems. First, rates of access to early education vary widely as a function of children’s socioeconomic backgrounds. Secondly, the quality of most early education programs is not high enough to substantially improve academic readiness. Considering the tremendous potential for high-quality preschool to improve children’s outcomes, this policy brief will consider how a universal publicly funded pre-kindergarten program in the United States could decrease both disparities in access to early learning and achievement gaps at kindergarten entry.
Most people believe that students do better in well-funded schools and that public education should provide a level playing field for children. Nearly half of the funding for public schools in the United States, however, is provided through local taxes, generating large differences in funding between wealthy and impoverished communities (National Center for Education Statistics, 2000a). Efforts to reduce these disparities have provoked controversy and resistance. Public school funding the United States comes from federal, state, and local sources, but because nearly half of those funds come from local property taxes, the system generates large funding differences between wealthy and impoverished communities. Such differences exist among states, among school districts within each state, and even among schools within specific districts.
“Where a battle is brewing over the mayor’s 3 cents-per-ounce tax plan that would be used to fund citywide Pre-K” (pbs newshour page 1). He wants to use the money from this tax to add to the funding for universal pre-k. Hari Srenivasan says, “Philadelphia is considering a new, but controversial way of funding early education” (pbs newshour page 1). He also states, “In Philadelphia, buying soda has bubbled into a political controversy. The Mayor wants to make Pre-K available to all 3 –and 4- year-olds”. (pbs newshour page1)The mayor only wants to help the children receive free pre- school, so the funding can help all our 3-5 year old students. They all should be able to receive a quality education, so they can have all the materials they need. The Narrator says, “Philadelphia’s chance to help lift our children with citywide pre-K is now” (pbs newshour page 2). We have a chance to help our children receive an equal chance, and equal funding to be used in all the per- k programs. Hari Sreenivasan stated, “The mayor hopes to raise $95 million every year with the new tax” (pbs newshour page 2). That money will pull the head start and other programs into equally distributing funds to each program. We will be able to see one pre-K program then separate entities in the same center. Now we have to find out what is the purpose of the tax, so people can understand why we need
If the problem is with teachers that do not value or wish the best for the students before them, then we need to stop that. If the problem is inequitable funding within and between school districts we need to correct that. If the problem is in the homes and hearts of the students themselves then we need to address that. Whatever it is, we cannot do nothing and scratch on heads as the current statistics continue to rise.
As a concerned citizen of Gadsden County, I would like to address the Ladies and Gentlemen of the Gadsden County School Board. This is a proposal that will improve our education system. The schools in our district are achieving pitiful marks in both English and Mathematics, the two core subjects essential to many employers. The website usnews.com found that at East Gadsden High School the proficiency rate in both math and English was 20%. The “Gap between Actual and Expected Performance Index” was -39.6% for East Gadsden High School. At West Gadsden the English proficiency rate was 20% and the mathematics was 16%. West Gadsden’s “Gap between Actual and Expected Performance Index” was -36.3%. Numbers like these are not acceptable if we want
I too am concerned with the enormous cost of universal Pre-K. The middle-class already pays the highest portion of tax. Although, this cost would benefit middle-class parents, would it really just be a trade-off. Instead of paying daycare directly, they would be paying daycare through increased taxation. However, the highlighted advantages you stated from Doggett and Watt should be taken into account when one attempts to take a stand on universal Pre-K. Since the benefits of universal Pre-K are expected to reduce the educational gap of socioeconomic children and their peers, it stands to reason that the government’s present efforts to offer Pre-K to the poor is showing marginal effectiveness. This group of students are still entering